Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal:The goal is to become a character and sustain a lifestyle while making decisions and choices they would have faced in everyday life during the Revolutionary Era. Role: The role you choose is going to be a Woman, Native or American in the Revolutionary Era. Audience: Your Audience will be the producers from a new reality TV series on CBS. Situation: After you pick your role you will be auditioning for the reality TV show where you should essentially convince us you are that character. Product/Presentation: The final product will be a compilation of 3-4 video logs where you have made different choices and proved your knowledge of the content. Standards (six categories for each rubric)
Presentation Rubric: Preparedness 25% Comprehension 25% Volume 10% Enthusiasm 15% props 5% Eye contact/Body language 20% Product Rubric: Content 30% Knowledge 20% Technology use 10% Fair use 10% Organization 15% Use of time in class 15%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•Record a speech or Podcast to explain differences or aspects that changed the economy.
•Create a timeline using an app of different events that impacted the Revolution.
•Make a short film on Imovie explaining life during the American Revolution
•Argue or persuade people about your opinions in the Revolution through a Blog.
•Make a slide show or wiki of Diary letters written to specific people after taking a role.
•Create a trailer or video log about different points that impacted the Revolution.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre- Assessment: Survey students knowledge of the topic.
• Checking for Understanding: 3 minute pause, checking for understanding game, quizzes, exit cards, group discussion, cubing, oral questioning.
• Timely Feedback: Self, Peer, Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR or CCSS or NGSS)
•The Revolution had different effects on the economy.
• Woman, Native Americans and Slaves impacted the Revolution.
•There were very many pivotal points in the Revolution shaping America.
•MLR E. History E1 Knowledge, Themes and Patterns
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•Revolutionary Era
•Causes and Effects
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
CBS is now accepting auditions for their new role playing reality TV series. For your audition you must assume the role of either a Slave, Native American or Woman during the Revolutionary Era. You need to convey your knowledge of your character to the producers in order for them to accept you. You must become your character and face the everyday challenges that they may have faced during these times. In your audition you should express your knowledge of what their lives were like. What were the hardships they faced? How did waking up each day pose a threat? Have fun while becoming this character while using props, music and other props to convince us that you want the role. You will make 2-3 creative Video logs of you surviving as your character and making the decisions and tough sacrifices that they may have faced during the Revolutionary Era.
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•Video logs
•Oral Presentation
By what criteria will student products/performances be evaluated?
Product Criteria
Presentation Criteria
•Content 30%
•Knowledge 20%
•Technology use 10%
•Fair Use 10%
•Organization 15%
•Use of time in class 15%
Stage 2 - Determine Acceptable Evidence.
Role: The role you choose is going to be a Woman, Native or American in the Revolutionary Era.
Audience: Your Audience will be the producers from a new reality TV series on CBS.
Situation: After you pick your role you will be auditioning for the reality TV show where you should essentially convince us you are that character.
Product/Presentation: The final product will be a compilation of 3-4 video logs where you have made different choices and proved your knowledge of the content.
Standards (six categories for each rubric)
Presentation Rubric: Preparedness 25% Comprehension 25% Volume 10% Enthusiasm 15% props 5% Eye contact/Body language 20%
Product Rubric: Content 30% Knowledge 20% Technology use 10% Fair use 10% Organization 15% Use of time in class 15%
•Create a timeline using an app of different events that impacted the Revolution.
•Make a short film on Imovie explaining life during the American Revolution
•Argue or persuade people about your opinions in the Revolution through a Blog.
•Make a slide show or wiki of Diary letters written to specific people after taking a role.
•Create a trailer or video log about different points that impacted the Revolution.
• Checking for Understanding: 3 minute pause, checking for understanding game, quizzes, exit cards, group discussion, cubing, oral questioning.
• Timely Feedback: Self, Peer, Teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
• Woman, Native Americans and Slaves impacted the Revolution.
•There were very many pivotal points in the Revolution shaping America.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Knowledge 20%
•Technology use 10%
•Fair Use 10%
•Organization 15%
•Use of time in class 15%
•Comprehension 25%
•Volume 10%
•Enthusiasm 15%
•Props 5%
•Eye contact/Body language 20%